BroadwayThirdGrade - Math Module 2

GRADE 3 BRYANT SCHOOL DISTRICT				2010 - 2011
Module 2 Start: 9/14/2010 Teaching Days: 12 Test: 9/30/2010 Remediation Days: 2 End: 10/4/2010
Student Learning Expectation		Task Analysis	Vocabulary	Materials / References
1. Enduring Understanding - Perimeter is a one-dimensional measure (perimeter surrounds); area is a two-dimensional measure (area covers); volume is a three-dimensional measure (volume fills in).
1a. Essential Question - What strategies can be used to find area, perimeter, and volume of a shape or region?
G.8.3.2	Identify regular polygons with at least 4 sides (square, pentagon, hexagon and octagon)	identify a polygon know a regular polygon has equal sides and equal angles *identify square, regular pentagon, regular hexagon, and regular octagon	regular polygon square regular pentagon regular hexagon regular octagon properties	HC 390-391, 396-399 / V 8.1, 8.2
2. Enduring Understanding - Changing the position of an object does not affect its attributes.
2a. Essential Question - What strategies can be used to check for symmetry?
[[@javascript:void(window.open('https://ar.thelearninginstitute.net/Curriculum/Pages/CurriculumResources.aspx?Subject=M&Year=2011&District=6303&Group=3&Mode=Standard&Module=2&Page=228','_blank'))\|G.9.3.1]]	Draw one or more lines of symmetry in a polygon	apply congruency and symmetry identify one of more lines of symmetry in a polygon draw one or more lines of symmetry in a polygon discover how many lines of symmetry can be drawn in a polygon	congruent symmetry lines of symmetry polygon	HC 410-411 / V 8.15, 8.16
3. Enduring Understanding - Objects can be described and compared using geometric attributes.
3a. Essential Question - How are points, lines, line segments, and rays related?
[[@javascript:void(window.open('https://ar.thelearninginstitute.net/Curriculum/Pages/CurriculumResources.aspx?Subject=M&Year=2011&District=6303&Group=3&Mode=Standard&Module=2&Page=225','_blank'))\|G.8.3.3]]	Identify and draw line, line segment and ray using appropriate labels	identify a line, a line segment, and a ray label a line, a line segment, and a ray compare/contrast a line, a line segment, and a ray draw a line, a line segment, and a ray (labeling each correctly)	line line segment ray label	HC 384-387
[[@javascript:void(window.open('https://ar.thelearninginstitute.net/Curriculum/Pages/CurriculumResources.aspx?Subject=M&Year=2011&District=6303&Group=3&Mode=Standard&Module=2&Page=3875','_blank'))\|G.8.3.4]]	Identify and draw intersecting and parallel lines	identify intersecting lines and parallel lines draw intersecting lines and parallel lines	intersecting lines parallel lines	HC 388-389 / V 8.3
4. Enduring Understanding - A transformation is a specific movement of an object.
4a. Essential Question - What are translations, rotations, and reflections?
[[@javascript:void(window.open('https://ar.thelearninginstitute.net/Curriculum/Pages/CurriculumResources.aspx?Subject=M&Year=2011&District=6303&Group=3&Mode=Standard&Module=2&Page=229','_blank'))\|G.9.3.2]]	Describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation)	recognize the motion of a figure model and explain flip, slide and turn with objects *use flip, slide or turn to describe how a figure was moved	slide (translation) flip (reflection) turn (rotation) motion (transformation)	HC 414-415 / V 8.14, 8.23 Supplement terms
5. Enduring Understanding - The choice of measurement tools depends on the measurable attribute and the degree of precision required.
5a. Essential Question - What determines the choice of a measurement tool?
M.13.3.7	Read temperatures on Fahrenheit and Celsius scales in intervals of two and five	recognize whether it is a Fahrenheit or Celsius thermometer by looking at the label count by 2's and 5's *read temperature on Fahrenheit and Celsius scales	temperature Fahrenheit Celsius degree	HC 368-369
6. Enduring Understanding - Both common and decimal fractions can represent fractional parts.
6a. Essential Question - How are numbers that represent fractional parts compared?
[[@javascript:void(window.open('https://ar.thelearninginstitute.net/Curriculum/Pages/CurriculumResources.aspx?Subject=M&Year=2011&District=6303&Group=3&Mode=Standard&Module=2&Page=188','_blank'))\|NO.1.3.4]]	Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models. (Ex. identify and illustrate parts of a whole and parts of sets of objects; recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts)	use objects to model halves, thirds, fourths, sixths, and eighths as they relate to parts of a set or parts of a whole understand the meaning of the numbers in a fraction write the fraction in numerals/words recognize that a fractional part of a model does not have to be shaded in contiguous (touching) parts	fraction halves thirds fourths sixths eighths numerator denominator contiguous (touching) parts whole set	HC 516-519, 520-521 / V 5.3
NO.1.3.5	Utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity	*use different size models to represent a whole to show, for example, that 1/2 of a miniature Hershey bar is less than 1/2 of a jumbo Hershey bar or that there are more M&Ms in 1/4 of a regular sized bag of M&Ms than in 1/4 of a miniature sized bag of M&Ms	quantity whole set fractions size
8 SLEs				End of Module 2